History and Historiography in Early Christian Ireland

Despite modern writers noticing the importance of Premodern historiographical phenomena for a deeper comprehension of both Theory of History and History of Historiography, the Irish contribution to the subject is often left aside. Topics such as the Seanchas Tradition and Medieval Irish Classicism are not well integrated into such historiographical narrative. The Seanchaidh, the Irish Artifex of the Past, for example, is broadly mentioned as not a historian, but a chronicler, antiquary, genealogist, hagiographer or pedigree systematizer. This article addresses these issues and, more specifically, we focus on two Irish narratives produced in 7th century by Muirchú and Tírechán. Since they belong to the world of orality and bilingual literacy of Early Christian Ireland, perhaps their works could be understood as bounded by the Seanchas Tradition and Medieval Irish Classicism, hence, both could be considered as great examples of the producers of History and Historiography at the time.

Liberating Instruction: A Critical Bilingual Literacy Approach for Latinx Students

This article reviews Dr. Carla España and Dr. Luz Yadira Herrera’s En Comunidad: Lessons for Centering the Voices of Experiences of Bilingual Latinx Students. Though a critical bilingual literacies approach, the language practices, experiences and cultural histories of Latinx students are centered for literacy instruction in grades 3-8. Before instruction begins, the authors support educational practitioners in creating equitable educational and language stances that hold students’ language practices in a strength perspective. Each chapter that follows details and explains a thematic unit of student that guides educators in creating lessons based on students’ experiences and are summarized within this review. Supports for incorporating translanguaging pedagogies are also provided. Guiding questions, bilingual texts, and alternative themes are included to fit the language model of any program serving multilingual Latinx learners. Suggestions for extending these units of study and practices into secondary classrooms and for other language and racial ethnic groups are also discussed.

Varieties of Literacy in Nineteenth-Century Ireland: Gender, Religion and Language

This chapter aims to complicate the once-dominant narrative of language loss, in which English literacy displaces Irish orality. Re-examining works printed in Irish, in phonetical ‘anglicised’ forms rather than traditional orthography, it suggests that literacy in English activated and enabled, rather than closed down, literacy in Irish. Using a comparative framework, the chapter explores the ways in which denominational, gender, and regional differences are expressed in the varieties of literacies in Ireland. This conception of the nineteenth century as a period of considerable bilingual literacy, in which print actively textualised and promoted the reading of Irish, amplifies Nicholas Wolf’s description of an island composed of multiple speech communities and adaptive bilingualism.

Korean Immigrant Parents' Involvement in Children's Biliteracy Development in the U.S. Context

Drawing on the experiences of Korean immigrant families in the United States, this chapter highlights the importance of parental involvement in the bilingual literacy development of young English language learners. Findings of two projects on Korean parents' engagement in Korean and English language development at home are presented. These findings yield several insights into Korean immigrant parents' perspectives of and experiences in supporting their children's biliteracy development. This chapter suggests not only the importance of parental role but also the teachers' role in bilingual literacy development among young children. Suggestions for educators to support immigrant families to enhance their children's biliteracy learning are provided.

Korean Immigrant Parents' Involvement in Children's Biliteracy Development in the U.S. Context

Drawing on the experiences of Korean immigrant families in the United States, this chapter highlights the importance of parental involvement in the bilingual literacy development of young English language learners. Findings of two projects on Korean parents' engagement in Korean and English language development at home are presented. These findings yield several insights into Korean immigrant parents' perspectives of and experiences in supporting their children's biliteracy development. This chapter suggests not only the importance of parental role but also the teachers' role in bilingual literacy development among young children. Suggestions for educators to support immigrant families to enhance their children's biliteracy learning are provided.